ECS 410 – Assessment and Evaluation

ECS 410 – Assessment and Evaluation January 22, 2014 Dr. Warren Wessel – Instructor

Request to take part in a online survey on cyber-bullying and bullying • See that email request on the Wiki for information about the survey request. • I suggest/recommend that you take part in the survey – you will learn about surveys and something about cyber-bullying and bullying – even if you learn only that you do not know very much about the topics. • As well, the survey may give you a language to communicate to our faculty that something should be added to our programs about the topic.

The Research Paper • The assignment is to write about an issue in assessment in about 4-6 pages. A page is defined in the syllabus. • Include at least 7 references. What counts as a reference? What are poor references? Do you keep an annotated bibliography of what you read? You should! (See word function for citations and references.) • Citations and referencing – questions? How do you do it? What is APA? • I see that a few of you have chosen topics and inserted them on the Wiki page. Feel free to consult with me about your topic and limiting it to a reasonable focus. Deadline for posting a topic is Monday, January 27 • If you have additional question, do hesitate to raise them in class or contact me by email.

Jargon in the Game • A number of words have been mentioned in this class and others in your program. Let’s see what context you have for some of them. • Assessment, evaluation, assessment for learning, assessment of learning, valid, reliable, scaffolding, constructivism, knowledge, feedback, summative assessment, formative assessment, metacognition, discover, mistakes, mistakes for learning, norm-referenced assessment, criterion-referenced assessment • Talk about the words and on flip chart paper – arrange them in some order – you will share with the class.

Assessment in Real Life • Based on what you can manage in your pre-internship – what you evaluate and what you found. Pairs (or alone). Choose a partner from a different subject area for this assignment. Talking with others areas about assessment will be beneficial to both partners. • The key here is the range of student response to the questions that were asked – could be tests, projects whatever you have to provide a grade on. Use as many examples are you can access. Bring whatever artifacts you can manage (picture are fine). • Main goal is to have you demonstrate the variation in student accomplishments for your assessments (or your cooperating teachers’ assessments). As well you will provide some reflection on the differences in student products – types, quality, imagination, etc.

Davis Book – what did you learn? Chapter One – Making Classroom Assessment Work • “As event is not an experience until you reflect upon it.” Michael Fullan • What are your thoughts about this chapter? • What do you think of the parachute example or argument? • Do you discover anything? P.7 – “Giving students time to discover what they already know…”; p.13 – “We don’t receive wisdom: we must discover it for ourselves …” • This discussion depends on how you view learning – what is your learning theory or learning model?

Group Work – from Betty Dec. 31, 2012 & Jan. 1, 2013

For Wednesday Jan. 22 • Read Chapter 2 by Davis. • Some Ministry of Education Resources – to scan and to inform you about provincial policies. • Understanding Outcomes • Assessment for Learning

ECS 410 – Assessment and Evaluation